Rivalry of Examination-oriented Education Dilemma and the Value of Mathematical Education:Originated in a Paradox

To achieve good marks in examination needs a good memory, many routines, details and elimination of errors. The teaching reality in conflict with educational ideal has caused mnemonic alienation, the generalization of routines, the magnification of details and the degeneration of the fault-tolerant mechanism. Getting out of the dilemma of examination has three choices: one is to follow laws, including the laws of education, laws of professional talents development, memory laws and examination laws, etc. Among them, the laws of education need to respect its art of‘slow’; the art of teaching should keep a distance from mathematical truths, the value of education and the education reality. Memory laws advocate memory based on the“intuitively apparent”. They are memory under the condition of revealing the inherent beauty and structural beau- ty and memory in the process of constant reflection. The second one is strengthening the conjunctive parts. The premise is to understand the nature of mathematics; the focus of ability fostering is to cultivate mathematical ability; and the key is to stimu- late desire for knowledge and curiosity. The third is striving to be free from vulgarity. That is to say, not to be constrained by the score, to take the development and perfection of people as the ultimate goal of mathematical education, and to make it the mission of mathematical teachers to promote students’ development and social progress.